An intervention Programme for Promoting More Effective Learning among Foundation Phase Learners in South Africa

Abstract

The author defends the claim, based on her experience as a teacher in the Foundation Phase as well as on herexperience as the educator of student teachers in this Phase, that a specially constructed intervention programme willimprove Grade 1’s learning in several key areas. She firstly show that such a programme is required, given thecurrent achievement levels of Foundation Phase learner’s assessment results in South Africa, and then report on theresults of an experiment based on her survey of literature. The results of the experiment show that the interventionprogramme indeed resulted in improvement of learning according to the results of a standardized test.